It means that the child can either see, hear, feel or somehow sense the play routine will end.

When all the pieces of the puzzle are in, Ben will realize that the puzzle is complete.

When the 10 beads are threaded, our bracelet is made.

When we sing, “We all fall down”, the nursery rhyme Ring around the Rosie is finished.

Perhaps we can think of the play routine as being a task.Many children feel a sense of pride when they successfully complete a task. Since they had such a good time, they want to repeat the experience.

When people know what to expect their attention and task performance improve. Children with ASD are no different. Many need to know what to expect and when something will end. Yet, how often do we forget to tell our children what’s expected of them?

Imagine going to work and not knowing what you were supposed to do? Or, being asked to participate in a tedious assignment, but not knowing when it would end? Wouldn’t your attention quickly wane?

When a play routine is close-ended the child can anticipate the flow. This increases compliance, attention, and even promotes relaxation.

Some children need shorter routines to stay focused while others with stronger attention skills can participate in longer more complex, flexible play routines.

I’m not suggesting that all play routines be close-ended. There are many cognitive and emotional benefits to participating in open-ended play routines (of course!) but exploring those benefits and the situations for when they are best is not the point of THIS post. Furthermore, selecting an appropriate toy, game, or activity requires skill and insight. If you have a child or know a child who has a short attention span and struggles to engage in meaningful open-ended play (e.g. playing with dolls, blocks, or cars) take a step back and start with something they can do. This will help grow his or her attention span. Once attention has improved, you’re child will be ready to embrace and enjoy those longer, more advanced play routines.

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Kimberly O. Scanlon MA, CCC-SLP

Founder and Director, Kimberly Scanlon is a language and literacy development expert and author of My Toddler Talks: Strategies and Activities to Promote Your Child’s Language Development, and the interactive picture book, Learning to Read is a Ball.